사회‧정서학습(SEL)을 위한 합창 지도방안 연구

Abstract

이 연구의 목적은 학생들의 사회성과 정서능력을 함양하기 위해 초등학교 5~6학년을 대상으로 사회·정서학습(Social and Emotional Learning, SEL)을 위한 합창지도안과 수업자료를 개발하는데 있다. 이를 위하여 프로그램 개발연구 방법으로 연구를 진행하였으며 연구 결과는 질적 연구 방법을 사용하여 분석하였다. 수업지도안은 총 6차시로 세 곡의 제재곡으로 구성되어 있으며, 수업의 효과를 증진시키기 위해 80분씩 블록수업으로 구성되었다. 수업의 내용은 사회·정서학습 중 CASEL모형에 따라 전개되며, CASEL 모형은 자신의 정서에 대해 정확히 인지하는 ‘자기인식’, 부정적 정서를 조절하고 긍정적 정서를 활성화 시키는 ‘자기관리’, 타인의 견해와 정서를 이해하는 ‘사회인식’, 관계를 형성하고 협동심을 발휘하는 ‘관계조절 및 관리’ 의사결정과 문제 해결을 할 수 있는‘책임 있는 의사결정’으로 나타난다. 연구자는 초등학교 6학년 여섯 명의 학생을 대상으로 예비 연구를 실시하였고, 예비 연구의 결과에 따라 프로그램을 수정 및 보완하여 본 수업을 실시하였다. 연구 대상자는 현재 연구자가 지휘자로 있는 경기도의 A 어린이 합창단 학생 중 초등학교 5~6학년 학생이다. 자료 수집을 위하여 수업의 과정을 사진자료로 정리하였으며 수업이 끝난 후 설문지 조사와 인터뷰를 실시하였다. 개발한 학습지도안은 두 차례에 걸쳐 현직 교사로 구성된 전문가 집단에게 내용타당도를 검증받았다. 검증 결과 이 프로그램은 학생들의 정서 표현력과 감정조절, 공감 능력을 발전시킬 수 있고, 사회성을 증진시킬 수 있다는 긍정적인 검증 결과가 나왔다. 다만, 시간 배분에 대해서는 좀 더 세부적인 연구의 필요성을 지적하였다. 이 점을 보완하기 위해 활동내용을 수정하고, 학습안내를 제시하였으며, 활동별 시간을 재분배 하였다. 또한 연구대상자들에게 실시한 설문조사 결과 합창을 통해 자신의 정서를 인식하고 다른 사람들과 긍정적으로 소통할 수 있게 되었으며, 다른 사람을 존중하고 문제의 해법을 찾기 위해 적극적인 자세를 가지게 되었다는 것을 알 수 있었다. 따라서 이 연구는 사회·정서 학습을 위한 합창 수업지도안을 연구함으로써 학생들의 사회성과 정서능력을 함양하는데 긍정적 영향을 미칠 수 있다는 점에 의의가 있다.;The purpose of this study targeting 5th~6th graders is to develop a chorus instruction plan and class materials for social/emotional learning(SEL) to cultivate their socializing and emotional ability. For this, research was made to develop a program and the outcome of research was analyzed using qualitative research method. Class instruction plan applied to 6 classes had 3 topic songs and 80-minute block class was given each time to improve class efficiency and effectiveness. Class contents had chorus activities according to Casel’s SEL Model. Casel’s Model was categorized into ‘self-awareness’ that precisely realizes one’s own emotion, ‘self-management’ that regulates negative emotions and activates positive ones, ‘social awareness’ that understands others’ views and emotions, ‘relationship regulation and management’ that forms relationship and exercises cooperation and ‘responsible decision-making’ that makes one’s mind and solves problems. Pilot test for the developed class instruction plan and class materials was conducted on 6 sixth grade elementary students and according to its outcome, program was altered and supplemented before it was applied to class. Objects of this research were 5th~6th grade elementary students in A Children’s Choir in Gyeonggi-do where the current researcher works as conductor. To collect data, class processes were arranged in photos and surveys/interviews were given after each class. Class instruction plan and class materials developed in this study were verified for contents feasibility by a group of current teachers who were twice surveyed with a questionnaire evaluating class materials. As a result, they got a total of 4.41 scores and a look into reasons for such scores and an analysis of items with lower score showed the evaluation that they may trigger students’ emotional & socializing ability but all the activities contained in the program seem to be hardly applied during a given time. Evaluation was reflected in correcting/supplementing the program, pre-test was made and surveys/interviews were done to find class satisfaction level, which was measured as 4.81 on average. Surveys done after class showed that students got to realize their own emotions through the chorus classes, positively communicate with others, and have the positive attitude to solve problems without losing respect for others. The finally completed program went through 2nd contents feasibility test to see if it could fit actual classes at school. The total average score of its 2nd feasibility test was 4.66, indicating it got better than that in 1st feasibility test. A by-item analysis of reasons for such scores showed the evaluation that this program can trigger students’ interest, develop their emotional expression/regulation and sympathizing ability and is expected to cultivate their socializing ability through its various group activities. When class was given for the first time, many students could not often tell what emotion they were having in precise manner but as classes went on, they got to realize there are various types of emotion and precisely know what type of emotion they were having. Once they realized their own emotion, they were able to sympathize with others and positively interact with friends and effectively respond to problematic situations through mutual consultation. Henceforth, this study has significance in that its research on chorus instruction plan for social·emotional learning can help students cultivate their socializing & emotional ability.